Tuning History: The French Experience

Autor/in	Lamboley, Jean-Luc
Titel	Tuning History: The French Experience
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 16 (2017) 4, S.371-384 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216686525
Schlagwörter	History Instruction; Skill Development; Competence; Assignments; Research Skills; Historians; Foreign Countries; Higher Education; Educational Change; Change Strategies; Teaching Methods; France + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Assignment; Auftrag; Zuweisung; Forschungsleistung; Historian; Historiker; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Lösungsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Frankreich
Abstract	The paper shows that Tuning Project has generated indifference more than resistance within the French academic community. It proposes an analysis of the reasons of this situation: difficulties arising from Tuning itself, the resistance of the French academic tradition, the institutional inhibitors and facilitators. The impact of Tuning on French teaching history has not perhaps been as profound as it might have been. On the one hand, the national competence framework for the first cycle studies has been designed from the Tuning model based on both subject specific and generic competences and is a success, due in part to the perseverance of the French Bologna experts. On the other hand, the fact that today very few French academic programs are described in terms of learning outcomes signals the continued reluctance to embrace student-centred teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01